Pre-Lesson Planning

Before making any lesson plan, teachers must take into consideration the following :

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Learning Styles
There is no best way to learn. Everyone learns differently, each
student has their own way of learning which is mostly associated
with how their brain process information and how this
information is recorded. A learning style is a term used to
describe the ways in which people gather, interpret, and store
information. Each style can be broken down into a category
based on sensory needs: auditory, visual, and tactile
(kinaesthetic).
By understanding what kind of learner your students are, you
can now gain a better perspective on how to implement these
learning styles into your lesson plans, study techniques, and
activities, and by implementing these learning styles into
teaching, students are able to succeed and learn at their highest
potential.
- Visual learning
Visual learners tend to take extensive notes of the material being
taught. They are dependent on the instructor’s body language
and non-verbal cues to help them understand the material. I
tend to put visual learners at the front of the classroom so other
students’ movements or other activities in the classroom cannot
distract them. They learn best through pictures, videos, graphics,
diagrams, charts, and models, and they don't do well working in
a group because they get distracted very easily and don't do their
work.
- Auditory learning
Auditory learners are most successful when
they are given the opportunity to hear
information presented to them vocally. They
learn more proficiently from reading out
loud and may struggle to interpret
information that is written, that's why they
may sometimes opt not to take notes during
class in order to maintain their unbroken
auditory attention. Students who fall into
this modality often find success in group
activities where they are asked to discuss
course materials vocally with their
classmates, and they may benefit from
reading their written work aloud to
themselves to help them think it through.
These students learn best through lectures,
recording storytelling, music, verbalization,
and questioning.
- Kinesthetic learning
Kinesthetic learners acquire knowledge
through active participation in activities
that involve physical movement rather than
listening to lectures.
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They are all about doing things physically. Role-playing, using
things like flashcards, playing games (Hangman, puzzles), or
carrying out the action physically
Since these learners need to be active in their learning, they may
get bored very quickly if you allow them to simply listen and look
at your visual aids or video presentation.
People with visual-spatial intelligence :
o Read and write for enjoyment
o Are good at putting puzzles together
o Interpret pictures, graphs, and charts
well
o Enjoy drawing, painting, and the visual
arts

Multiple Intelligences o Recognize patterns easily

- Linguistic-Verbal Intelligence
Howard Gardner's multiple intelligences theory states that there
Students who are strong in linguistic-verbal
are multiple types of human intelligence, each representing
intelligence are able to use words well, both
different ways of processing information. These intelligences
when writing and speaking. These students
combine to form any individual’s specific cognitive potential.
are typically very good at writing stories,
Understanding these intelligences will help teachers to design
memorizing information, and reading.
their classroom and curriculum in a way that will appeal to all of
People with linguistic-verbal intelligence:
their students. They might also be able to curve discipline
o Remember written and spoken
problems by reaching a student in a different way. By reaching
information
each student's intelligence we can assume that a student will
o Enjoy reading and writing
perform better which, could mean students retaining more
o Debate or give persuasive speeches
important information.
o Are able to explain things well
- Visual/Spatial Intelligence
These students learn best visually and by organizing things
spatially. They like to see what you are talking about in order to
understand. They enjoy charts, graphs, maps, tables,
illustrations, art, puzzles, costumes - anything eye-catching.

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 - Logical-Mathematical Intelligence People with musical intelligence:
Students who are strong in logical-mathematical intelligence are o Enjoy singing and playing musical
good at reasoning, recognizing patterns, and logically analyzing instruments
problems. o Recognize musical patterns and tones
People with logical-mathematical intelligence: easily
o Have excellent problem-solving skills o Remember songs and melodies
o Enjoy thinking about abstract ideas o Have a rich understanding of musical
o Like conducting scientific experiments structure, rhythm, and notes
o Can solve complex computations - Interpersonal Intelligence
- Bodily-Kinesthetic Intelligence Students who are noticeably people-
Students who experience learning best through activities: games, oriented and outgoing, and do their
movement, hands-on tasks, building. These children were often learning cooperatively in groups or with a
labeled "overly active" in traditional classrooms where they were partner. These children may have typically
told to sit and be still! been identified as "talkative" or " too
People with bodily-kinesthetic intelligence: concerned about being social" in a
o Are skilled at dancing and sports traditional setting.
o Enjoy creating things with their hands People with interpersonal intelligence:
o Have excellent physical coordination o Communicate well verbally
o Remember by doing, rather than hearing or seeing o See situations from different
- Musical Intelligence perspectives
Students who learn well through songs, patterns, rhythms, o Create positive relationships with
instruments, and musical expression. They have a strong others
appreciation for music and are often good at musical o Resolve conflicts in group settings
composition and performance.

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 - Intrapersonal Intelligence
Students who are especially in touch with their own feelings,
values, and ideas. They prefer working alone and they always
have an idea of what they want to achieve and how they can
achieve it.
This type of intelligence can help a person focus on planning and
managing their life.
People with intrapersonal intelligence:
o Analyze their strengths and weaknesses well
o Enjoy analyzing theories and ideas
o Have excellent self-awareness
o Understand the basis for their own motivations and feelings
- Naturalistic Intelligence
Students who love the outdoors, animals, field trips. More than
this, though, these students love to pick up on subtle differences
in meanings.
People with naturalistic intelligence:
o Are interested in subjects such as botany, biology, and
zoology
o Enjoy camping, gardening, hiking, and exploring the
outdoors
o Dislikes learning unfamiliar topics that have no connection
to nature
Learning Levels
Bloom’s taxonomy is based on the belief that
learners must begin by learning basic,
foundational knowledge about a given
subject before they can progress to more
complex types of thinking such as analysis
and evaluation. Bloom’s framework is often
presented in the form of a pyramid to show
that higher levels of thinking can only be
attempted once lower levels have been
mastered.
➢ The first level of the hierarchy is
Knowledge. Learning begins with
remembering previously learned material
and becoming familiar enough with the
subject matter to recognize and recall terms,
definitions, and basic principles.
- Knowledge keywords: define, list,
repeat, state, name, identify.
➢ The second level of the hierarchy is
Comprehension. This level refers to the
learners’ understanding of the ideas and
materials presented at the first level.
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These learning outcomes go one step beyond the simple
remembering of material and represent the lowest level of
understanding. At this stage, they won’t necessarily be able to see
the full implications of their knowledge or be able to relate it to
other material.
- Comprehension keywords: describe, summarize, explain,
provide examples, classify, paraphrase
➢ The third level of the hierarchy is Application. It refers
to the ability to use learned material in new and concrete
situations. Students might be asked to solve a problem with the
information they have gained in class being necessary to create a
practical solution. Learning outcomes in this area require a
higher level of understanding than those under comprehension.
- Application keywords: prove, demonstrate, calculate,
predict, solve, develop, apply
➢ At the Analysis level of the hierarchy, students are
expected to go beyond knowledge and application and actually
see patterns of their learning that they can use to analyze a
problem.
- Analysis keywords: analyze, categorize, rank, distinguish,
infer, examine
➢ The fifth level of the hierarchy is
Synthesis, which challenges students to
engage in creative and original thinking.
This level invites students to reorganize the
information and produce original ideas and
solve problems.
- Synthesis keywords: arrange, create,
design, develop, organize, plan,
prepare, propose, set up, write.
➢ The top level of Bloom's Taxonomy
is Evaluation. This level provides the student
with an opportunity to form and present an
opinion and back it up with reasoning and
evidence.
- Evaluation keywords: justify, support,
choose, critique, defend, challenge,
conclude.
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 - Learning activities: The lesson plan
Gender Equality in the Classroom
should make allowance for all students to
The best educational environments are those that are fair to all
participate in the learning activities. These
students, boys or girls. Unfortunately, that's not the case for
activities should include mixed teams and
every classroom. Many teachers participate in gender-biased
must be free of stereotypes since these are
actions without realizing it. It is an unconscious act that has
also great moments for learning
many effects on the students in a classroom, that's why teachers
- Classroom setup and interaction:
need to reflect upon and analyze gender-biased behavior and
The lesson plan should consider the
identify if it exists in their classroom, and also make their lesson
classroom setup. Consider how to arrange
plans gender-responsive.
the classroom and interact with the
A gender-responsive lesson plan takes into consideration the
students in a way that will promote equal
specific needs of girls and boys in all the teaching-learning
participation of both girls and boys.
processes, and once this is decided, the teacher has to see how the
- Feedback and assessment: Make
lesson plan takes into account gender considerations in the
time for adequate feedback from both girls
delivery of this content in the class. Gender-responsive lesson
and boys to ensure that both girls and boys
planning asks the teacher to do the following:
have understood the lesson.
- Teaching and learning materials: Review the teaching
and learning materials for gender responsiveness. Does the
material contain gender stereotypes? If so, the teacher can
change the textbook with another material like a worksheet.
- Teaching methodologies: Select teaching methodologies
that will ensure equal participation of both girls and boys. Some
teaching methodologies like group work, group discussions, role-
play, debates, and case studies can be very effective in
encouraging student participation and will therefore give them
equal opportunities to participate more actively.
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Teaching Materials
To disable the monotonous learning methods, teachers design
the necessary Teaching/Learning Materials to enable them to
offer more interactive, interesting, and engaging learning
activities, these activities can be games, videos, flashcards, project
supplies, and more.
Learning materials are important because they can significantly
increase student achievement by supporting student learning.
For example, a worksheet may provide a student with important
opportunities to practice a new skill gained in class. This process
aids in the learning process by allowing the student to explore
the knowledge independently as well as providing repetition.
Learning materials, regardless of what kind, all have some
function in student learning.
Good teaching materials will help greatly to reinforce the
students’ initial desire to learn the language and to sustain their
enthusiasm throughout the course, and also support specific
learning objectives, as set out in lesson plans.

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